Asociación entre niveles de autorregulación del aprendizaje y género en estudiantes de segundo y cuarto semestre de Técnico Superior en Odontología DUOC UC, año 2023

Abstract

Background: Self-regulated learning (SRL) allows individuals to successfully develop personally, socially, academically, and professionally, fostering motivation and the use of strategies for knowledge construction and goal achievement. SRL is part of the comprehensive education in institutes and universities, contributing to students' learning. Objectives: To evaluate the association between self-regulated learning and gender in second and fourth semester dental technology students at DuocUC, 2023. Materials and Methods: A descriptive correlational study was conducted on a sample of 84 students enrolled in a technical-professional training institution in Santiago, Chile. The self-regulation phases assessment questionnaire was used to collect variable information. Descriptive statistical analyses were performed, skewness and kurtosis coefficients were calculated, and the Mann-Whitney U test and Student's t-test were used for group comparisons. Results: The sample consisted of 77 (91.7%) female students and 7 (8.3%) male students. Results for self-regulated learning averaged 292.4 (SD=45.0) for females and 293.6 (SD=64.8) for males. There were no significant differences in self-regulated learning between genders (U=0.704). No significant differences were observed in self-regulated learning based on students' semester (t=0.993, 95% CI= -20.5, 20.3). Discussion and Conclusions: The results indicate that there are no significant differences in self-regulated learning by gender or semester. Further studies with larger samples are needed to confirm the findings of this research.